Creation of a fictional school based on Universal Design for Learning principles.

1. NEW BROWNSVILLE
ELEMENTARY SCHOOL
Klarissa Cortez
SPED 6334

2. Structure
 Large parking lot to maneuver
with designated car spots for
vehicles with wheelchair-bound
students closest to building
 Clearly marked crossing from
lot to building with a drop-off
point in front with overhead
canopy and textured pavement
for rough weather conditions
 Plastic-coated steel guardrails
on ramps outside to protect
hands from the cold
 Adaptive playground
equipment with wheelchair
access and tire chips instead of
rocks or sand on playground
surface
amsvans.com
mdmaterials.com

3. Structure
 Multi-level school with step-
free entrances for
wheelchairs, strollers, canes,
etc. and push-button
entrances for wheelchair-
bound students
 Ramps, elevators,
talking/picture signs, Braille
on all signage as well
 Larger stalls in bathroom for
wheelchairs and strollers
 Plastic-coated steel handrails
throughout school and
restrooms
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4. Classes
 Arranged by ability-level (high, medium, & low proficiencies) within
each grade; Pre-K to 2nd grade with student ratio 1:15
 Teach whole class the same lesson, then break into ability groups
with tailored assignments, projects, exams, and homework for each
group according to their abilities.
 As on-going progress monitoring continues, students may be
switched to a higher or lower group according to mastery level and
need.
 Teachers will consider barriers to learning in three aspects:
 Academic  Ex: pictures & symbols used in place of words at first to
establish fluency
 Physical/sensory  Ex: a deaf student would benefit from closed
captioning/Ex: a student w/sensory issues might benefit from sitting on a
cushion or therapy ball to alleviate excessive fidgeting and distractions
 Social/emotional  Ex: Contingency management plans or student
contracts could be used for students w/emotional disturbance or behavior
problems to control behaviors in the classroom

5. Ideal Classroom Layout
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6. Ideal Classroom Layout
 Usually cluttered desks and
furniture
 No access to resources and
materials
 Teacher lectures from desk
 No sense of equal learning
environment; students can
make fun of SPED students
without reprimand
 Teachers usually are forced to
“teach to the middle” leaving
out struggling students and
gifted learners
 More room to maneuver wheelchairs
without disturbance
 Separate table exclusively for one-
on-one instruction
 Clear “quiet space” provided for
students
 Easy access to resources and
materials
 Teacher continuously moves around
classroom
 Teacher establishes equal learning
environment; all students get along &
learn empathy
 UDL classroom & resources are
accessible to ALL learners
Traditional classroom UDL classroom

7. Personnel
 Qualified teachers will be
required to complete refresher
courses for their respective
grade levels every 3 years
 1st year & beginner teachers
will be required to complete
yearly refresher courses for
their respective grade levels
 Paraprofessionals will also
attend workshops and
seminars as needed
 2 counselors, 1 educational
diagnostician, & 1 licensed
specialist in school psychology
(LSSP)
 A mentor program for teachers will
be implemented where more
seasoned teachers guide new
teachers throughout their first 2
years of teaching.
 Special education class will only
contain moderate to severe cases;
all other students will be integrated
into general education settings
 Support staff will include:
 Office staff
 CAMP support staff (Computer, Art,
Music, Physical Education)
 Custodial staff
 IT support on-campus
 Nurse & nurse’s assistant
 Related services: ST, PT, OT, AT

8. Personnel
 All teachers and support staff
will be trained in UDL principles
and provided with opportunities
for practice with co-workers
 All teachers and
paraprofessionals will also
learn and become proficient in
various types of technologies;
w/ more intensive support for
those who have little
experience with technology
 All teachers will be required to
emphasize the three brain
networks in every lesson and
provide specific methods they
will use fdlrs.leeschools.net

9. Instruction
Teachers
can provide
access to
the
curriculum to
all students
using a
repertoire of
teaching
strategies:
 Avoid limiting presentation style; consider media,
concept maps, or graphics to enhance materials
under review or being introduced
 Provide multiple means to access materials and
resources, scaffold reading with supports, consider
alternative note-taking strategies (i.e. audio
recorder, electronic note-taking)
 Give students alternative means for collecting
information and presenting it to demonstrate
knowledge and mastery
 Monitor cooperation in working groups and student
roles
 Evaluate assessments for students for alignment to
standards and goals frequently
 If needed, consider alternative forms of test delivery
(i.e. oral tests, unlimited time, etc.)

10. Sample UDL Lesson Plan

11. General Curriculum
 All students will follow a
general curriculum with on-
going collaboration and input
from general and special
education teachers and IT
support
 All three parties will analyze
potential barriers to learning
and create solutions
 Ex: Textbooks (barrier) 
Digitizing texts (solution)
 Focus will be on making
curriculum flexible for ALL
students
 Curriculum Management
 Curriculum mapping
 Content & structure analysis
 Student assessment
 Program evaluation
 Research, review, & revise
 Feedback from teachers at
the end of every year
 Individual needs will be
addressed by the teacher (&
SPED teacher if necessary)
 IEP meetings will be
convened to make
modifications to curriculum
plan

12. General Curriculum
Teacher planning will
involve deconstruction of
all subject areas in order to
remove barriers & embed
UDL technologies and
practices:
Subjects  Content 
Sequence of lessons 
Performance objectives 
Planned learning &
activities
greenfield.k12.wi.us

13. Technology
 Computers/laptops/iPads/& tablets
in every classroom
 Software to support multiple needs
of students
 text-to-speech
 Audio software
 Video clips
 SMART Boards, MOBI devices,
ELMO projectors
 Televisions with closed captioning,
DVD, & VHS capabilities
 Various assistive technology
devices (AT): “any item, piece of
equipment, or product system,
whether acquired commercially off
the shelf, modified, or customized,
that is used to increase, maintain,
or improve the functional
capabilities of a student with a
disability”. (20 U.S.C. 1401(1))
islamicacademyofriverside.org
edts523naz.wikispaces.com

14. Technology
 Educational games by ability
level
 Computer-based and tangible
board games
 Single-player and multi-player
 Large-print and Braille printing
services
 Music
 Digital libraries in every
classroom
 Talking word processors
 Interactive online programs for
specific subject areas
 Achieve 3000
 iStation
brailleplus.net

15. Assessment
 Assessment measures
will be done three times
throughout the year in
every subject area to
ensure students are not
in an ability group that is
too advanced or too slow
for them.
 Teachers will provide
multiple modes for
expression including:
 Art (painting, collages)
 Creating music & lyrics
 Experiments
 Interpretive dance
 Skits
 Multi-media presentations
 Written reports
 Oral reports
 Student portfolios
 Group/individual projects
 Monitored debates
 Written exams
 Multiple-choice
 Essay
 Short-response